Cardiac autonomic nervous activity during different sleep stages in individuals with spinal cord injury: The influence of physical training.

OBJECTIVE: The present study assessed the influence of physical training on cardiac autonomic activity in individuals with spinal cord injury (SCI) during different sleep stages. METHODS: Twenty-six volunteers were allocated into three groups: 9 sedentary individuals without SCI (control, CON); 8 sedentary tetraplegic individuals with chronic SCI (SED-SCI); 9 physically trained tetraplegic individuals with chronic SCI (TR-SCI). All participants underwent nocturnal polysomnography to monitor sleep stages: wakefulness, non-rapid eye movement (NREM) sleep (N1, N2, and N3 stages), and REM sleep. The electrocardiography data obtained during this exam were extracted to analyze the heart rate variability (HRV). RESULTS: Sleep stages influenced HRV in the time [RR interval and root mean square of successive RR interval differences (RMSSD)] and frequency [low-frequency (LF) and high-frequency (HF) powers and LF-to-HF ratio] domains (P < 0.05). SED-SCI individuals showed unchanged HRV compared to CON (P > 0.05). When comparing the TR-SCI and SED-SCI groups, no significant differences in HRV were reported in the time domain (P > 0.05). However, in the frequency domain, more accentuated HF power was observed in TR-SCI than in SED-SCI individuals during the N2 and N3 stages and REM sleep (P < 0.05). Moreover, TR-SCI had higher HF power than CON during the N3 stage (P < 0.05). CONCLUSIONS: TR-SCI individuals have greater HF power, indicative of parasympathetic modulation, than sedentary (injured or not injured) individuals during different sleep stages. Therefore, enhanced parasympathetic activity induced by physical training may improve cardiac autonomic modulation during sleep in individuals with chronic SCI.

A contribuição das vivências em dança na formação dos docentes em Educação Física / The dance experiences contribution in the professional qualification of the Physical Education teacher / La contribución de las vivencias en danza en la formación de los docentes en Educación Física

A dança é um elemento da cultura corporal de movimento obrigatório nas escolas, cuja efetivação é influenciada por experiências prévias dos professores de educação física (EF). Assim, este estudo analisou as vivências de dança de graduandos em EF e a influência do curso em seu interesse pela dança. A amostra foi composta por 127 estudantes, com coleta de dados por questionário.59,8 % dos graduandos nunca praticaram dança fora da universidade; 7,1 % começaram a praticar devido ao curso; 31,5 % gostariam de atuar com dança; 48 % passaram a gostar mais de dança devido aos espetáculos do curso. Conclui-se que a graduação viabiliza o primeiro contato com a dança à maioria dos graduandos e desperta o interesse pela modalidade, contribuindo para aplicação deste conteúdo no futuro.

The dance is a corporal culture element which is compulsory in schools, whose effectiveness isinfluenced by previous experiences of the physical education (PE) teachers. So, this study analyzed the PE students' dance experiences and the influence of this college course on their interest in dance. A sample consisted by 127 college students who answered a questionnaire. 59.8% were never practiced dancing out of the college; 7.1% have started this practice due to course; 31.5% would like to labor with dance; 48% said that the dance admiration was increased by the graduation artistic performances. We concluded that PE course makes possible the first contact with dance to the majority of the students and arouse their interest in dance, contributing to the application of this content in the future.

La danza es un elemento de la cultura corporal de movimiento obligatorio en las escuelas, cuya efectividad es afectada por experiencias previas de los professores de educación física (EF). Así este studio analizó las vivencias de dança de graduandos em EF y la influencia del curso em su interés por danza. La muestra consistió en 127 estudiantes que respondieron um cuestionario. 59,8% nunca practicaran la danza fuera de la universidad; 7,1% empezó a practicar debido al curso; 31,5% quieren trabajar com danza; 48% afirmó que los espectáculos del curso contribuyeron a que les gustara más de danza. Se concluye que la graduación viabiliza el primer contacto con la danza a la mayoría de los graduandos y despierta el interés por la modalidad, contribuyendo a su aplicación en el futuro.